This dissertation conducts an evaluative case study on a community college's Career-Technical Education (CTE) Cultural Resource Management (CRM) technical certificate program to bridge the CRM workforce gap. The study assesses the program's design and development quality by aligning the program theory with stakeholders' needs, including instructional designers, program faculty, administrators, and subject matter experts (SMEs). The instructional designer's practical field experience in archaeological endeavors significantly informs the program assessment, enriching it with industry-standard insights. The study uses a dual research methodology of expert reviewer interviews and document analysis to elucidate the program's strengths, weaknesses, and potential enhancement areas from diverse stakeholder perspectives. The findings are projected to furnish holistic feedback for future instructional design and program refinement, aiding in crafting a curriculum that adequately prepares students for CRM roles, particularly within federal government agencies and land management bureaus. The evaluation seeks to facilitate crucial program enhancements in preparation for its upcoming implementation, strengthening the program's capacity to cultivate skilled graduates for successful careers in cultural resource management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]